In the final Capstone Project, you will apply the skills you learned by observing teachers at work (a total of six hours of observation). You will build on the concepts learned from the previous courses to analyze the lessons. You will also submit your teaching philosophy, a five-day lesson plan, and a teaching tip. You will deliver a portion of your lesson, submitting a 6-10 minute video for peer review. If you have completed Teach English Now! Part 1 and Teach English Now! Part 2, you will submit your work for expert review to receive your ASU 150-hour TESOL Certificate from ASU, in addition to your Coursera certificates.

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AS

This course is a butt-kicker, but well worth the time spent. It forced me to get the hard stuff over with, and the feedback on got on my mini teaching demonstration was beyond helpful.

DB

Oct 09, 2016

Filled StarFilled StarFilled StarFilled StarFilled Star

Absolutely exceptional and filled with tangible products that you can immediately use in building a credible portfolio/resume. It was a good bit of work but entirely worthwhile.

从本节课中

Introduction to Capstone and Philosophy of Teaching

Welcome to Module 1 of the Capstone Project for Teach English Now!: Part I. We know that you have worked hard to get to this point in the specialization and are anxious to apply all you have learned. In the first module of this course, you will be designing and writing your own personal Teaching Philosophy. You will be reflecting on everything you've learned thus far to work through a variety of tasks and peer reviews to perfect your Teaching Philosophy. Make sure to refer back to the previous courses as needed. Good Luck!

教学方

Dr. Shane Dixon

Dr. Justin Shewell

Jessica Cinco

脚本

[MUSIC] [INAUDIBLE] >> Wait, so it says here you can have a concluding and or transition when they're talking about characteristics of risk, so maybe this essay's about a couple different things. And first, you're talking about the characteristics of risks. And then, you might talk about the effects too. You're going to need that transition into the next supporting sub topic of that supporting points. So, what I'm advising, you don't have to follow my advice constantly, but if you have, if it's just one paragraph about that one supporting point, use a concluding sentence. But, if you have two paragraphs about one supporting point, use a transitional sentence. >> To transition into it, to make the connection. All right. >> In the second paragraph where you have the supporting point, do we have to pick up the first paragraph too or just something like [INAUDIBLE] to make a completion of that paragraph. >> If you want put a concluding sentence here? Or in the second one? In the second one yeah. >> You can pull it all together, it depends on how long it is and how much information I need to process. If you have a lot of evidence and I need to process all of that evidence, yes, I would try to pull it all together those two paragraphs, okay? If it's not a lot of evidence and it was not, do you know what I mean? If you have multiple pieces of evidence in one paragraph, I'm going to need the concluding sentence for my brain to pull it all together. That's what that concluding sentence is. Your brain is processing it more easily. What am I taking away from this paragraph? All right, so that's now, you try. Okay, background information. Funds that stuff, right? This isn't just important in your introduction, it's also important in your paraphrasing and quotations, sometimes. Again, going back to the world publics, we had paraphrased it, right? When we first started working with it, and it's a survey, right? Remember, the world public article we looked at last week? I think Wednesday or Thursday. If I'm going to paraphrase that, would I include the information that is a survey? >> No. >> Why? Why wouldn't I? >> [INAUDIBLE] >> Yes. >> No. >> Yes. >> [INAUDIBLE] >> Why are you disagreeing with me? He's disagreeing with me? So, when you're introducing into your evidence in supporting paragraph, you're going to want to say that it's a survey, just so that I understand what kind of evidence it is. So, for example, if it's a research conducted, you're going to want to tell me that it's research. Well, that is like a- >> Study. >> A study, yes. So, for example, when we did, does the internet make you dumb or smarter, when they told you about that research, they said that it was a study, right? I need to understand what that kind of evidence that is. So yes, you do need to introduce what kind of evidence it is, that it is a survey. All right. So, background information. Yay. Who's excited? Or Raza? Is excited? Or, do you think Mohammed is excited? >> I am, really. >> Mohammed's really excited? >> Yeah. >> I think Mohammed's very excited, but I think Daphne really wants to read for me. [LAUGH] Yes, in many cases. >> In many cases? >> Yes. As you integrate a piece of evidence from a source into your brain, you will not just get this. You want to paraphrase, refer to an earlier sections of the passage. And this situation, this is an accessory to [INAUDIBLE] background information, a evidence [INAUDIBLE]. In other words, a paraphrase must include enough of the original passage so that it makes sense. This is a part of a doing a good job in the grading avenue until your- >> So, they're actually paraphrasing themselves right? In other words, what's the importance of adding background information? So, it makes sense to the reader. Thinking of me, I'm an 18 year old girl. I don't know about any of your topics. You need to tell me everything, okay? So, that I understand what's going on. This is a part of doing a good job, do you know integrating is? Meaning to put something together. You guys are trying to integrate into American academic life, right? So, you're learning rules- >> Integrate? >> Integrating, to become a part of. >> Is it a noun for integral? >> Integrate is the verb. Integration is the noun. >> Integral is different? Integral? That's an important part, yes. An adjective. Yes. >> Same family of the word? Same family of the word. Good job, parts of speech. [SOUND] You're reading, listening, speaking teacher would be excited for you. Ona is like, yes, I taught them something. All right, original. But the trend has turned out to be more insidious and widespread than previously thought. This is from Mind Over Math Media, I think, as much as I remember. All right. Mad? The fad? The fad is even more common and even more difficult to get rid of than expected. >> Okay, so the original is, but the trend has turned out to be even more insidious and widespread than previously thought. What trend? Do we have any clue what trend? No, so, if you paraphrase, the fad is even more common and difficult to get rid of than expected, would I have any clue what you're talking about? Remember, when we talked about, does the Internet make you dumb or smarter, that the disabilities goes back to earlier. So,if you were going to paraphrase that idea, you would need to talk about that division of attention because of what? Remember, does internet make you dumber or smarter, what kind of division? Why are we not paying attention? >> because we have multitasking. >> Multitasking and technology is what? >> Distracting. >> Distracting. Good job. We're on the same wavelength. [SOUND] Yes. Good job, all right. It isn't enough to simply paraphrase the short passage, you must begin by explaining what the trend is, right? Looking at the context in the original article, we can see that the paragraph discusses how more and more people all over the world are becoming overweight by eating American fast food, okay. This is actually the deadly noodle. A good paraphrase will explain this. Yes, your teacher has memorized the articles in the text book. Woo-hoo. [LAUGH] All right, so here's a good paraphrase. The tendency or the trend, because the tendency is a synonym of trend, for people everywhere to gain weight, because that was previously said in the article, I need to know that. You can't just talk about a trend. I need to know what kind of trend. Right, Mohammed? >> Yes. >> Yes, I do. That the tendency to fall asleep in vague setting classes like reading and righting. Woo-hoo. All right. But eating American fast food is more prevalent and more difficult to stop than expected, okay? So, we talked about. So, this one is not good because more common and difficult to get rid of. But we need to know what the fad, the trend, and the tendency is. So, you need to explain especially when you have a pronoun reference like these, and those. What are these? And, those? These computers, these sunglasses, this bottle of water? What is it referencing? You need to tell me, because I don't know. All right. [SOUND] Karen's tired of talking. [LAUGH] Right Karen, you're tired of talking? [LAUGH] All right, now you try. Okay, this one you're going to work in partners again, okay? All right, let's go over it real fast. This is on page 86. It's just prettier up here. All right, so, write a stronger paraphrase of the section of the following passage that is in bold. As you study the weak paraphrase, consider how to include enough background information so that the paraphrase makes sense. All right. Well first of all, do we even have citations in the paraphrase? The weak one? >> No. >> No, in your textbook? >> No. >> No. That's one thing, right? We need to make sure we have that citation right? >> Right. >> Okay, yeah. Number one, citation. In the actual weak paraphrase below it, you guys are going to write a stronger one, the weak one doesn't even have the, when we need the citation what do we need? >> The name of the author. >> Name of the author and the? >> Date. >> The date. Yes. I will keep asking, and you will keep telling me, and you will love me for it. because it will be automatic, you'll be writing your paper. You only need a multi-task. You're like, okay, I know last name date, last name date, last name date, last name date. Three in the morning you'll be just kidding no. Not three in the morning. Okay, let's go over the paragraph first before you try so you understand it, okay? This year's report focuses on the growing global consumer class defined as individuals whose purchasing power parity in local, my god this is hard to read. In local currency in more than 7,000 a year. Roughly the poverty level in western Europe. As economics expand, accelerated by globalization that has opened up markets, greater efficiency in manufacturing and advanced technology. That consumer class has grown rapidly, okay? It's the main reason there are more than one million cellphone in the world today. Okay, so the weak said, that's why there are currently more than one million cellphone worldwide. Why are there more than one billion cellphone worldwide? A growing what? >> Consumer class. >> Consumer class, where? >> Around the world. >> Around the world, okay? So, you need to understand the information before it's the main reason, right. Why is it the main reason? A growing what? Consumer class, consumerism okay? So, working together, figure out how you can paraphrase that where you include the information about that growing consumer class. You can work together. So, you're paraphrasing the bold section, but you need to include enough information so why know the reason why, okay? Two, two, or by yourself. We're good? What's wrong? >> Quickly. >> Quickly. >> Does that mean easily? >> No, no. Quickly is really fast. Sorry. Your heartbeats moving rapid when you exercise, right? I keep forgetting about that. Translate. Which word? >> Consumer [INAUDIBLE] >> That means the [INAUDIBLE] of the consumer? >> Right, so consumer. >> It's easy to understand the two words, but the two words together. >> Well, there's middle class right? >> Yeah, so the consumer class is the group of people who are buying stuff. >> Yeah, buying. >> Yes, we've talked about consumerism right? Globalization on local culture. >> [INAUDIBLE] globalization and in fact, additional resources. >> Right, so then this consumer class is the reason why people have what? >> They have cars, phones. They have that phone, it's called virtue, they sell it around $10,000, has no meaning and it's worse than iPhone. >> Well, what used to be expensive was a satellite phone where you could use it in the middle of nowhere. You go where there's no- >> No, no, no. It's just- >> No. A satellite phone I could see why. You know when you go in the middle of nowhere and there's no towers? That's a satellite phone you need. Yes? >> Yeah. [LAUGH] Thank you. [NOISE] I've hit this a couple of times, I can [INAUDIBLE]. Don't know if we're going to get to everything. Okay? Good, like another minute. You good? >> I paraphrased it. >> You paraphrased it. But make sure you have enough information to understand. >> I just wrote the main idea. >> Right, so you're just trying to pull out what that main reason is that leads to the paraphrase, right? >> But I have a grammar question. >> Okay. >> Here he said, who's purchasing power [INAUDIBLE] in global country is more than. How about if I said who, there purchasing power? >> Well no, it's the individual's purchasing power, so who is in possession of it? Yeah, who's purchasing, that means that made the purchasing. >> Right, so it's their power. You have your intellectual power. You can think of thing, that's your power. >> Yeah, yeah, yeah, yeah, but what if I said, who they're purchasing? Would that, I like, I didn't use whose, I used- >> Define a result- >> Who, they're purchasing? Is there a difference? >> Yeah, they're, no, that's fine. It's okay. Yeah. >> Well, you just need the possession part. The there is the possession part. >> Yeah. >> Yes. >> Which one is more? >> Who sounds a little bit, whose sounds a little more. I just don't use it that often, whose. All right, good? One more minute? One more minute, is that what they were saying? >> More minute. >> One more minute, okay. Thank you for speaking up, Karen. [LAUGH] One more minute. >> In Spanish. >> I know, but [FOREIGN]. All right. All right. So, what do we need first? >> Last name. >> So, how do you want to say that? >> Knickerbocker. >> Knickerbocker. >> 2004. >> 2004. >> No. They are two. >> Someone? >> No, that's his first name. >> If the intact citation, all you need is the last name. That's on the last page as you need the last name comma first initial for your reference page. >> Okay. >> Not for the intact citation. Yes, Nickerbacker 2004, what does he say? >> Right. >> Right, he does. Brad's the guy's name. >> [INAUDIBLE] >> Would like to give me an example? >> [INAUDIBLE] >> Okay, I want him, then you. >> Okay. >> What. >> The posession has more value of access to [INAUDIBLE] because of that, [INAUDIBLE] and people are able to consume more on [INAUDIBLE]. That's [INAUDIBLE] cellphones or [INAUDIBLE]. >> Yes, or cellphone users. Yes, that's fine. Good job. >> That's why it's a principle cause of the existence of more than one billion models worldwide nowadays. >> You need to actually explain the consumer part. >> You just put the whole thing? >> No, no. You need, you need. The point of the exercise is that you are paraphrasing this point but to paraphrase this point, you need to include a little bit of this information to frame it. Okay, let's listen to Fatima and then to Karen. >> The process of making and use a more efficient cellphone is the reason why people buy the worldwide. >> Okay, it's not about the efficiency of the cellphone. It's about the being able to buy the cellphone. Not the efficient. It's not about the cellphones themselves. >> [INAUDIBLE] So, Brad 2004 argued that the worldwide increase in consumption has led to an increase of more than one billion of cellphones globally. >> The increase of consumption, or the increase in the ability to consume, because you talk about the fact that focuses on growing global consumer class. That ability, because they have the money to consume and because they have that ability, that's why there are one billion cellphone users. You're going to want to use Nickerbacker not Brad. Brad's his first name. Is he your BFF? >> No. >> No, don't use first names by themselves. You can use first and last if you want to, but it's just easier to use the last name. >> It's written in our books different [INAUDIBLE] >> They wrote it differently in your textbook? >> [INAUDIBLE]